Using Computational Thinking as a Metacognitive Tool in the Context of Plugged Vs. Unplugged Computational Activities

Abstract

This paper explored how K-5 teachers incorporated computational thinking (CT) to support young children's development of metacognitive knowledge and abilities. Two 4th-grade mathematics teachers' lesson videos were analyzed to understand how K-5 teachers used CT as a metacognitive tool. One teacher incorporated CT ideas and practices into her teaching without using any computational device (i.e., unplugged), whereas the other used Dash & Dot robots to engage his students in CT (i.e., plugged). Within those activities, teachers used CT to engage students in a variety of metacognitive strategies, such as attending to critical features of a problem, creating a mental model of a problem, and monitoring solution paths. Our findings provided insight into how K-5 teachers can leverage CT to enhance their students' metacognitive knowledge and abilities.